Abstract:

The purpose of this research is to examine the views of primary school teachers on robotic coding. For this purpose, phenomenology, one of the qualitative methods, was used. The study group of the research consists of 25 primary school teachers working in three different provinces (Samsun, Ordu, and Giresun) in the Black Sea Region. As the data collection tool, the study used a semi-structured interview form comprised of five open-ended questions prepared in line with expert opinions. The opinions of the participants were collected online through Google Forms. According to the results obtained in the research, primary school teachers generally define the concept of robotic coding as "software". In addition, it is seen that very few of the teachers have received training in robotic coding. Primary school teachers are positive about the introduction of robotic coding education into primary school curricula. In addition, primary school teachers stated that schools have no necessary infrastructure and equipment to provide robotic coding education. According to another result of the research, classroom teachers; stated that robotic coding improves students' problem-solving, creative, logical, and analytical algorithmic, and critical thinking skills the most.

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